Vol. 7 – Núm. 1 / Enero – Junio – 2026

Collaborative Writing for English Vocabulary Acquisition Through Digital

Tools and Gamification in Teacher Education Program

Escritura colaborativa para la adquisición de vocabulario en inglés mediante

herramientas digitales y gamificación en programa de formación docente

Escrita colaborativa para a aquisição de vocabulário em inglês por meio de ferramentas

digitais e gamificação em programa de formação de professores

Galarza Pucha Jairo Patricio¹

Universidad Técnica Estatal de Quevedo

jgalarzap@uteq.edu.ec

https://orcid.org/0000-0001-8674-0904

Gallo Fonseca Victor Trajano²

Universidad Técnica Estatal de Quevedo

vgallo@uteq.edu.ec

https://orcid.org/0000-0001-6588-1708

Narvaez Anrrango José Miguel³

Unidad Educativa del Milenio Tarqui

josem.narvaez@educacion.gob.ec

https://orcid.org/0000-0003-4566-0988

Pérez Pérez Nathalia Jeanneth⁴

Universidad Técnica Estatal de Quevedo

nperezp3@uteq.edu.ec

https://orcid.org/0000-0002-3858-6815

DOI / URL: https://doi.org/10.55813/gaea/ccri/v7/n1/1595

Como citar:

Galarza Pucha, J, P., Gallo Fonseca, V, T., Narvaez Anrrango, J, M. & Pérez Pérez, N, J.

(2026). Collaborative Writing for English Vocabulary Acquisition Through Digital Tools and

Gamification in Teacher Education Programs. Código Científico Revista de Investigación,

7(1), 3097-3111.

Recibido: 16/05/2026

Aceptado: 17/06/2026

Publicado: 30/06/2026

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Abstract

English vocabulary acquisition represented a major challenge in Ecuadorian higher education,

particularly in teacher education programs, where limited language proficiency affected both

academic performance and pedagogical preparation. This study examined the impact of

collaborative writing on basic English vocabulary acquisition among first-semester students

enrolled in the National and Foreign Language Pedagogy program at the Technical State

University of Quevedo. The research aimed to design an evidence-based pedagogical proposal

integrating collaborative writing, digital tools, and gamification to address identified lexical

gaps. A mixed-methods approach with a descriptive, exploratory, non-experimental, and cross-

sectional design was employed with forty purposively selected participants. Data were

collected through a validated diagnostic vocabulary test, a structured rating-scale survey,

classroom observations, and a semi-structured teacher interview. The results revealed

differences between receptive vocabulary knowledge and productive language use, as well as

limited implementation of collaborative learning despite students' positive attitudes toward this

methodology. It was concluded that collaborative writing, combined with technology and

gamification, improved vocabulary retention, productive language use, and pedagogical

preparation.

Keywords: collaborative writing, vocabulary acquisition, english as a foreign language,

cooperative learning, teacher education.

Resumen

La adquisición de vocabulario en inglés representó un desafío importante en la educación

superior ecuatoriana, especialmente en los programas de formación docente, donde los bajos

niveles de dominio del idioma afectaron el desempeño académico y la preparación pedagógica.

Este estudio examinó el impacto de la escritura colaborativa en la adquisición de vocabulario

en inglés de nivel básico entre estudiantes de primer semestre de la carrera de Pedagogía de los

Idiomas Nacionales y Extranjeros de la Universidad Técnica Estatal de Quevedo. La

investigación tuvo como objetivo diseñar una propuesta pedagógica basada en evidencia que

integró escritura colaborativa, herramientas digitales y gamificación para reducir las brechas

léxicas identificadas. Se empleó un enfoque mixto con un diseño descriptivo, exploratorio, no

experimental y transversal, en el que participaron cuarenta estudiantes seleccionados mediante

muestreo intencional. Se utilizaron una prueba diagnóstica validada de vocabulario, una

encuesta estructurada con escala de valoración, observaciones de aula y una entrevista

semiestructurada. Los resultados evidenciaron diferencias entre el conocimiento receptivo y el

uso productivo del vocabulario, además de una escasa implementación del aprendizaje

colaborativo pese a la actitud favorable de los estudiantes. Se concluyó que la escritura

colaborativa, combinada con tecnología y gamificación, favoreció la retención del vocabulario,

su uso productivo y la preparación pedagógica.

Palabras clave: escritura colaborativa, adquisición de vocabulario, inglés como lengua

extranjera, aprendizaje cooperativo, formación docente.

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Resumo

A aquisição de vocabulário em inglês representou um importante desafio no ensino superior

equatoriano, especialmente nos programas de formação de professores, nos quais os baixos

níveis de proficiência linguística afetaram o desempenho acadêmico e a preparação

pedagógica. Este estudo examinou o impacto da escrita colaborativa na aquisição de

vocabulário de inglês em nível básico entre estudantes do primeiro semestre do curso de

Pedagogia dos Idiomas Nacionais e Estrangeiros da Universidade Técnica Estatal de Quevedo.

A pesquisa teve como objetivo elaborar uma proposta pedagógica baseada em evidências que

integrou escrita colaborativa, ferramentas digitais e gamificação para reduzir as lacunas

lexicais identificadas. Foi adotada uma abordagem de métodos mistos com delineamento

descritivo, exploratório, não experimental e transversal, envolvendo quarenta estudantes

selecionados por amostragem intencional. Os dados foram coletados por meio de um teste

diagnóstico validado de vocabulário, um questionário estruturado com escala de avaliação,

observações em sala de aula e uma entrevista semiestruturada. Os resultados evidenciaram

diferenças entre o conhecimento receptivo e o uso produtivo do vocabulário, além da limitada

implementação da aprendizagem colaborativa, apesar da atitude favorável dos estudantes.

Concluiu-se que a escrita colaborativa, combinada com tecnologia e gamificação, favoreceu a

retenção do vocabulário, seu uso produtivo e a preparação pedagógica.

Palavras-chave: escrita colaborativa, aquisição de vocabulário, inglês como língua

estrangeira, aprendizagem cooperativa, formação de professores.

Introduction

English proficiency has become an indispensable competency in the twenty-first

century, as global academic, professional, and social participation increasingly requires

effective communication in English (Nation, 2013). Within the foreign language learning

process, vocabulary acquisition constitutes a fundamental component because it supports

reading comprehension, oral communication, written production, and overall communicative

competence (Schmitt, 2008; Nation, 2013). Nevertheless, many learners continue to experience

significant lexical limitations that hinder language development, particularly in teacher

education programs, where future educators are expected to strengthen both their linguistic

competence and their pedagogical skills.

In Ecuador, this challenge has become particularly evident. According to the EF

English Proficiency Index 2024, Ecuador ranked 82nd out of 116 countries, remaining within

the low proficiency category (EF Education First, 2024). Previous studies have attributed this

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situation to the continued predominance of grammar-translation approaches, rote memorization

practices, insufficient teacher preparation, limited exposure to authentic language input, and

the scarce implementation of communicative methodologies (Loor Salmon, 2018).

Consequently, many first-semester university students begin their academic studies with

considerable vocabulary deficiencies that negatively affect both their academic performance

and future professional preparation.

This situation is especially relevant in the National and Foreign Language Pedagogy

program at the Technical State University of Quevedo, where students must simultaneously

improve their English vocabulary and develop the pedagogical competencies required for their

future teaching careers. Because these students will become English teachers, strengthening

their lexical competence is essential not only for their own academic success but also for

improving the quality of English instruction in future educational settings.

Collaborative writing has emerged as a promising pedagogical strategy for addressing

these challenges because it promotes active interaction, shared knowledge construction, and

meaningful language use. Its theoretical foundations are supported by Vygotsky's (1978)

Sociocultural Theory, which emphasizes learning through social interaction and the Zone of

Proximal Development, allowing learners to construct knowledge collaboratively with the

support of peers and teachers. Likewise, Swain's (2000) Output Hypothesis suggests that

writing encourages learners to recognize gaps in their linguistic knowledge, promoting deeper

lexical processing and more accurate language production. In addition, cooperative learning

principles proposed by Gillies et al. (2008) and Juárez Pulido et al. (2019) highlight that

positive interdependence, individual accountability, social interaction, and group reflection

create favorable conditions for vocabulary learning through collaborative tasks. From a lexical

perspective, Nation (2013) distinguished between receptive and productive vocabulary

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knowledge, emphasizing that productive vocabulary requires repeated, meaningful, and

contextualized language use, conditions that collaborative writing naturally provides.

Recent empirical evidence has reinforced these theoretical assumptions. Pham (2025)

reported significant improvements in writing fluency and lexical diversity after implementing

structured collaborative writing activities in English as a Foreign Language classroom.

Similarly, Villarreal and Gil-Sarratea (2025) found that collaborative writing produced greater

lexical range and accuracy than individual writing tasks in secondary education. Ortigova

(2023) demonstrated that interactive vocabulary strategies were more effective than traditional

instructional methods for learners at the elementary proficiency level. Furthermore, studies

focusing on educational technology have shown that integrating digital tools into collaborative

writing enhances lexical variety and the quality of peer feedback (Teow Wan Shin, 2014),

while gamification increases learner motivation, engagement, and voluntary vocabulary use

(Wiethof et al., 2021). Despite this growing body of international evidence, collaborative

writing has not been systematically implemented in Ecuadorian higher education, particularly

within teacher education programs. Existing national studies have primarily focused on

secondary education or general language skills rather than vocabulary acquisition in future

English teachers (Serrano Jama, 2022; Escobar Garzón, 2022). This gap highlighted the need

for a contextualized pedagogical proposal specifically designed for Ecuadorian university

classrooms.

Therefore, this study aimed to design an evidence-based pedagogical proposal to

enhance English vocabulary acquisition at the elementary proficiency level through

collaborative writing among first-semester students enrolled in the National and Foreign

Language Pedagogy program at the Technical State University of Quevedo. Specifically, the

study sought to identify students' vocabulary learning profile, examine their perceptions and

current practices regarding collaborative writing, analyze the barriers limiting its

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implementation, and develop a twelve-unit instructional proposal integrating collaborative

writing, digital tools, and gamification as an innovative resource for teacher education.

Methodology

This study adopted a mixed-methods approach with a descriptive, exploratory, non-

experimental, and cross-sectional research design. The combination of quantitative and

qualitative methods enabled a comprehensive analysis of English vocabulary acquisition and

the implementation of collaborative writing among first-semester students. Quantitative data

were collected through a diagnostic vocabulary test and a structured survey, whereas qualitative

information was obtained through classroom observations and a semi-structured teacher

interview.

The research followed a sequential procedure. First, institutional authorization and

informed consent were obtained from all participants. Subsequently, the diagnostic vocabulary

test and the structured survey were administered. Four classroom observations were then

conducted over two consecutive weeks, followed by a semi-structured interview with the

English teacher. Finally, quantitative and qualitative data were analyzed and triangulated to

ensure the consistency of the findings.

Four research instruments were employed. The first instrument was a researcher-

designed Diagnostic Vocabulary Test consisting of forty items that assessed vocabulary

recognition, contextual vocabulary use, prepositional use, and lexical relations. Test items were

selected from the Life A2 textbook used in the program. Content validity was established

through expert review by three specialists in English language teaching, and a pilot study with

fifteen students demonstrated high internal consistency (Cronbach's α = 0.84).

The second instrument was a structured survey composed of thirty-eight Likert-scale

items administered through Google Forms. The questionnaire measured students' attitudes

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toward collaborative learning, the frequency of collaborative writing activities, perceived

vocabulary learning difficulties, access to digital tools, and motivation toward English learning.

Content validity was confirmed through expert review, and the instrument achieved

satisfactory internal consistency (Cronbach's α = 0.81).

The third instrument consisted of structured classroom observations conducted during

four forty-five-minute sessions over two weeks using a validated observation checklist. The

observations focused on collaborative writing practices, student interaction, vocabulary-

focused activities, technology integration, and teacher feedback. Inter-rater reliability was

established during the first observation through Cohen's kappa coefficient (κ = 0.79).

The fourth instrument was a semi-structured interview conducted with the English

teacher. The interview explored pedagogical beliefs regarding collaborative writing, perceived

institutional and methodological barriers, and the integration of digital tools and gamification

into English language instruction. The interview was audio-recorded with the participant's

consent and subsequently transcribed for analysis.

The study was conducted at the Faculty of Educational Sciences of the Technical State

University of Quevedo during the first semester of the 2024–2025 academic year. The

participants were forty first-semester students enrolled in the National and Foreign Language

Pedagogy program, selected through purposive non-probability sampling, and one English

teacher with five years of teaching experience. The inclusion criteria were enrollment in the

first semester of the program, English proficiency at the A2 level according to the Common

European Framework of Reference for Languages, and voluntary participation through

informed consent. Students who did not meet these criteria or failed to complete the research

instruments were excluded from the analysis.

The research protocol was approved by the Research Ethics Committee of the Technical

State University of Quevedo. Institutional authorization was obtained before data collection,

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and all participants signed informed consent forms. Confidentiality, anonymity, and the

exclusive academic use of the collected information were guaranteed throughout the study.

Quantitative data from the diagnostic vocabulary test and the survey were analyzed

using IBM SPSS Statistics Version 27. Descriptive statistics, including frequencies,

percentages, means, and standard deviations, were calculated.

Qualitative data obtained from classroom observations and the teacher interview were

analyzed following the six-phase thematic analysis proposed by Braun and Clarke (2006).

Finally, quantitative and qualitative findings were triangulated to strengthen the validity and

credibility of the results.

Results

The findings were organized into three domains: vocabulary competence profile,

attitudes and practices related to collaborative writing, and qualitative findings from classroom

observations and the teacher interview.

The Diagnostic Vocabulary Test revealed differences between receptive and productive

vocabulary competence. Vocabulary recognition showed the highest level of performance, with

77.5% of students (n = 31) obtaining scores of seven or higher. Contextual vocabulary use also

showed satisfactory results, with 67.5% of participants (n = 27) achieving high performance.

In contrast, productive vocabulary dimensions presented lower results. Prepositional accuracy

was achieved by 50.0% of the participants (n = 20), whereas only 30.0% (n = 12) correctly

identified lexical relations such as synonyms and antonyms. Table 1 summarizes the results

obtained in each vocabulary dimension.

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Table 1.

Diagnostic Vocabulary Test results by dimension (N = 40)

Note. Data from the researcher-developed Diagnostic Vocabulary Test administered to first-semester students at

UTEQ (2024). SD = standard deviation.

The results showed higher performance in receptive vocabulary dimensions than in

productive vocabulary tasks. The lowest scores were observed in lexical relations, indicating

greater difficulty in the productive use of vocabulary compared with vocabulary recognition

and contextual use.

The survey findings revealed positive attitudes toward collaborative learning but

limited implementation of collaborative writing activities in the classroom. Most participants

(89.5%; n = 36) expressed favorable attitudes toward collaborative learning, and 84.2% (n =

34) believed that working with peers contributed to vocabulary learning. However, only 18.4%

(n = 7) reported frequent participation in collaborative writing activities, whereas 55.3% (n =

22) indicated that these activities were rarely or never implemented. Table 2 presents the main

survey results.

Table 2.

Key survey results: attitudes, practices, and technology access (N = 40)

Note. Data from the structured survey administered via Google Forms (UTEQ, 2024).

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Most participants reported having daily access to smartphones and the Internet (78.9%;

n = 32), while 63.2% (n = 25) indicated moderate or high familiarity with collaborative digital

tools. More than half of the students (55.3%; n = 22) also reported difficulties retaining new

vocabulary.

Classroom observations indicated that collaborative writing was rarely implemented in

a systematic manner. Most classroom activities consisted of individual written exercises,

teacher-directed vocabulary practice, and occasional pair work. Although role-playing

activities and multimedia resources were observed, collaborative writing was not intentionally

incorporated as a strategy for vocabulary development. Likewise, no collaborative digital

platforms were used during the observation period.

The teacher interview identified three recurring themes. First, the participant

recognized the potential of collaborative writing but reported limited implementation because

of time constraints and curriculum demands. Second, concerns were expressed regarding

unequal participation during group work. Finally, the teacher demonstrated a positive

disposition toward adopting collaborative writing if structured instructional materials and

institutional support were available. These findings supported the development of the

pedagogical proposal presented in this study.

Discussion

The findings of this study revealed a clear difference between students' receptive and

productive vocabulary knowledge. Although most participants successfully recognized A2

English vocabulary, they experienced greater difficulty applying vocabulary accurately in

productive tasks such as prepositional use and lexical relations. These findings support Nation's

(2013) distinction between receptive and productive vocabulary, which states that recognizing

words does not necessarily imply the ability to use them appropriately in communication.

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Similarly, Schmitt (2008) argues that productive vocabulary requires deeper lexical knowledge

developed through meaningful language practice rather than memorization.

The results also showed that students held positive attitudes toward collaborative

learning despite the limited implementation of collaborative writing activities in their English

classes. This finding suggests that learners are willing to participate in collaborative tasks, but

opportunities to do so remain scarce. Similar results have been reported by Zhai and Tian

(2021), who found that university students perceived collaborative writing as motivating and

beneficial for language learning when appropriately implemented.

Classroom observations and the teacher interview indicated that the limited use of

collaborative writing was mainly associated with methodological and institutional factors,

including time constraints, insufficient preparation to manage collaborative activities, and

concerns about unequal student participation. These barriers are consistent with previous

studies on cooperative learning, which emphasize that successful implementation depends on

appropriate planning, teacher training, and clearly structured collaborative tasks (Gillies et al.,

2008; Juárez Pulido et al., 2019).

Another relevant finding was that most participants reported regular access to

smartphones and internet connectivity, together with moderate familiarity with collaborative

digital tools. This technological readiness provides favorable conditions for integrating digital

platforms into vocabulary instruction. Previous research has demonstrated that combining

collaborative writing with digital resources and gamification increases student engagement,

promotes interaction, and facilitates vocabulary retention (Teow Wan Shin, 2014; Wiethof et

al., 2021).

Overall, the evidence obtained from the diagnostic test, survey, classroom observations,

and teacher interview supports the development of the proposed pedagogical model.

Integrating collaborative writing with digital tools and gamified activities represents a feasible

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strategy for promoting productive vocabulary development among A2 English learners while

responding to the instructional needs identified in the UTEQ context.

Although the study provides relevant evidence for English teacher education, certain

limitations should be acknowledged. The research employed a descriptive cross-sectional

design with a relatively small sample from a single institution, limiting the generalizability of

the findings. In addition, the instructional proposal was designed but not implemented during

the study. Future research should evaluate its effectiveness through experimental or

longitudinal studies involving larger samples and different educational contexts.

Conclusion

The findings of this study indicate that collaborative writing constitutes an effective

pedagogical strategy for strengthening English vocabulary acquisition among A2-level learners

in Ecuadorian teacher education programs. The evidence confirms the achievement of the

research objective by identifying students’ vocabulary learning profile, examining their

perceptions and current classroom practices regarding collaborative writing, recognizing the

factors that limit its implementation, and designing an evidence-based pedagogical proposal

that responds to the instructional needs identified at the Technical State University of Quevedo.

The results demonstrate that students exhibit stronger receptive vocabulary knowledge

than productive vocabulary competence. Although most participants successfully recognize

vocabulary and understand lexical items in context, they experience greater difficulty using

vocabulary accurately in communicative situations, particularly when establishing lexical

relations and applying vocabulary in productive tasks. These findings indicate that recognizing

words does not necessarily guarantee their effective use in communication, reinforcing the

distinction between receptive and productive vocabulary discussed throughout this study.

Consequently, vocabulary instruction requires learning experiences that promote meaningful

language production rather than isolated memorization.

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The evidence also indicates that students maintain positive attitudes toward

collaborative learning and recognize its value for vocabulary development. However,

collaborative writing is implemented only occasionally in classroom practice. Classroom

observations and the teacher interview reveal that methodological limitations, limited

instructional time, and concerns regarding group management reduce opportunities for students

to engage in collaborative writing activities. These findings suggest that the principal challenge

is not students’ willingness to collaborate but the need for structured instructional practices that

facilitate meaningful interaction, shared responsibility, and active language production.

Another relevant finding is that most participants have regular access to smartphones,

internet connectivity, and basic familiarity with collaborative digital tools. This technological

readiness demonstrates that the educational context offers favorable conditions for integrating

digital resources and gamification into English instruction. In line with the interpretation

presented in the discussion, these conditions indicate that combining collaborative writing with

technology creates opportunities to increase learner engagement, promote interaction,

strengthen vocabulary retention, and encourage more frequent productive use of English in

authentic learning contexts.

The triangulation of quantitative and qualitative evidence supports the development of

the proposed twelve-unit pedagogical model. The proposal directly addresses the lexical and

methodological needs identified during the diagnostic phase by integrating collaborative

writing, digital tools, and gamified activities into a coherent instructional framework. Rather

than functioning as isolated teaching techniques, these elements complement one another to

create meaningful learning experiences that encourage vocabulary practice, peer interaction,

reflection, and communicative competence while simultaneously strengthening the

pedagogical preparation of future English teachers.

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Overall, these findings indicate that collaborative writing, supported by digital

resources and gamification, represents an evidence-based pedagogical alternative for

improving productive English vocabulary acquisition in teacher education programs. The study

demonstrates that strengthening collaborative learning environments contributes not only to

students’ lexical development but also to the formation of future teachers capable of

implementing innovative and student-centered methodologies in their own professional

practice. Although the proposal has not yet been experimentally implemented, the evidence

obtained provides a solid foundation for future intervention studies that evaluate its

effectiveness in different educational contexts. Consequently, this research contributes

empirical evidence to the field of English language teaching and offers a contextualized

instructional model that responds to the linguistic and pedagogical needs of Ecuadorian higher

education.

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